英语学习策略研究 天津师范大学外语学院 路莹 2009. 10. 20

1. 英语学习策略研究天津师范大学外语学院路莹2009. 10. 20

2. 一、学习策略研究的意义与背景 • The National English Curriculum 英语新课程标准中的课程目标 • Language knowledge 语言知识 • Language skills 语言技能 • Affect attitude 情感态度 • Learning strategies 学习策略 • Culture awareness 文化意识

3. Significance of strategies study学习策略的研究意义 • “Give people a fish and you feed them for a day; teach them to fish and you feed them for life. ” • 给人以鱼，一日食鱼;授人予渔，终身得鱼。 1. Improve learners’ leaning proficiency. 2. Make their learning more effective and help them become successful language learners. 3. Benefit their life-long learning and independent learning.

4. Significance of strategies study学习策略的研究意义 • 1. 大面积的改进学生的学习，提高学习效果和质量，减轻学习负担。 • 2.促进学习潜能偏低或智力发育迟滞的学生的学习，减少他们学习的困难。 • 3. 促进教师的教学。教师通过了解学生的学习策略，可以调整自己的教学策略和教学方法， 从而提高教学效果。 程晓棠 （2005）

5. 学习策略的研究背景 国外情况 • 70年代开始有人研究英语学习策略。 国内情况 • 80年代开始有人研究。 • 90年代成为研究的热点，并试图运用到教学中去。 • 大约比国外晚10年。

6. 国外部分研究 • Rubin, J. 1975. What the ‘good language learner’ can teach us. TESOL Quarterly 9(1): 41-45. • Naimen, N., M. Frohlich, A. Todesco, 1975. The good Lanugage learner. TESL TALK 6(1): 58-75.

7. 3. Cohen, A. D. Strategy Training for Learners and the Role of the Teacher. Strategies in Learning and Using a Second Language. [M] London: Longman, 1998 4. O’Malley, J. M. & A .U. Chamot. Learning Strategies in Second Language Acquisition[ M] Cambridge: Cambridge University Press,1990 5. Oxford, R. L. Language Learning Strategies: What Every Teacher Should Know [M] New York: Newbury House Publishers,1990

8. 国内部分研究 1、文秋芳，1996，《英语学习策略论》上海外语教育出版社出版了 2、文秋芳，2003，《英语学习的成功之路》上海外语教育出版社 3、文秋芳，王立非，2003，《英语学习策略实证研究》，陕西师范大学出版社 4、文秋芳，王立非，2004，《英语学习策略理论研究》，陕西师范大学出版社 • 5、程晓堂，郑敏， 2002，《英语学习策略》， 外语教学与研究出 • 版社 • 6、袁昌寰，2004， 《中学英语学习策略》， 北京大学出版社

9. 学习策略的研究背景 • 研究对象：英语专业，非英语专业，硕士研究生，小学生。 • 研究范围：听力策略，口头交际策略，阅读策略，写作策略，词汇策略。 • 未研究的或研究不够的：中学生，小学生；学习语音语调策略，学习语法策略，学习翻译策略。

10. Background of learning strategies study • 1. failure of stimulus-and-response • 2. Limitation of teaching method • 3. learner-centre teaching • 4. Individual differences • 5. time-consuming and less effective learning

11. 二、学习策略的定义与分类 • 学习策略有广义和狭义之分。 广义的学习策略既包括宏观的调控、计划等过程， 也包括微观（具体）的做法和技巧。狭义的学习策略只指宏观策略。 在多数情况下， 学习策略指广义的策略。

12. 学习策略的不同定义 学习策略的研究已经有三十多年的的历史，但是不同的研究者对学习策l略的定义和分类有不同的解释。 根据自己的观念，为提高英语学习效果而采取的 行动或方法。 策略 = 观念 +方法 ：管理方法 +学习方法 文秋芳 （1996）

13. 学习策略的不同定义 • 1.Wenden and Rubin (1987:19) define learning strategies as "... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information." • 2. Richards and Platt (1992:209) state that learning strategies are "intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information." • 3. According to Stern (1992:261), “the concept of learning strategy is dependent on the assumption that learners consciously engage in activities to achieve certain goals.

14. 学习策略与学习方法 • 学习策略与学习方法的区别类似于足球中的“技术”和“战术”。 • 外语学习方法是学习者在外语学习中处理具体问题的技术，例如：阅读中遇到生词可以采取查字典、根据上下文猜测、忽略等方法。但是，在什么情况下选择哪种方法就是学习策略的使用。

15. 学习策略的分类 • 研究者们从不同角度、不同侧重点给策略分类。 • 1. Oxford将策略分为直接策略和间接策略（ direct and indirect ）；2. O’Malley and Chamot’ 将策略分为原认知策略 ( mata-cognitive strategies、认知策略 (cognitive strategies)和社会/情感策略 (social /affective strategies)。

16. 直接策略 • 直接影响学习的策略 记忆策略： 联想、利用图像和声音、有计划的复习、使用体态语 认知策略：操练、接收和发出信息、分析和推理、为输入和输出构建框架 补偿策略：合理猜测、拟补缺欠和不足

17. 间接策略 • 间接影响学习的策略 原认知策略：制定学习重点、计划并安排学习、评估学习效果 情感策略：克服焦虑、鼓励自己、控制情绪 社交策略：提问、与他人合作、理解他人 根据Oxford, 1990: 17 编译

18. 原认知策略与认知策略 • 原认知策略 事先计划、选择注意力、自我管理、自我监控、自我评价等 认知策略 使用参考资料、重复、分类、推理、利用图像、利用关键词、联想、做笔记、小结、重新组合、翻译等 根据O’Mally & Chamot, 1990: 119-120编译

19. 《新课程标准》中的学习策略分类 • 认知策略 联想、推理、归纳、总结、做笔记、猜测等 • 调控策略 • 制定计划、拓宽学习渠道、交流、评价等 • 交际策略 • 积极交流、克服交流中的障碍、真是交际等 • 资源策略 • 使用工具书、图书馆、计算机、广播、电视等

20. Learner strategy and learning strategy • Learning strategies ↓ • General learning strategies; ↓ • learning strategies for different subjects ↓ • language learning strategies ↓ • L1 learning strategies; ↓ • L2 language learning strategies ; ↓ • FL learning strategies ↓ • English learning strategies ↓ • Language skills and language knowledge strategies

21. Learner Strategies 1.Learning strategy 学习策略 How individual learners learn language 2.production strategy 表达策略 Learners should think before speaking or give spontaneous response. 3.Communication strategy 交际策略 Learners should acquire communicative competence by practicing problem-oriented tasks or body language etc. (Rod Ellis 1985)

22. Language learning strategy • Language knowledge strategy Pronunciation, vocabulary and grammar • Language skill strategy Listening, speaking, reading and writing Rubin&Thompson (1994)

23. 三、学习策略的主要研究问题 • 学习策略的定义与分类。 • 学习策略与学习成绩的关系。 • 优秀学习者的学习策略。 • 学习策略的培训。

24. GLL stategy • Strategy 1: involve yourself in the language learning process • Strategy 2: find a learning style that suit you • Strategy 3: develop an awareness of both as system and as communication • Strategy 4: pay constant attention to expending your language knowledge

25. 优秀语言学习者的学习策略与有效学习 • a concern for language form • a concern for communication (functional practice) • an active task approach • an awareness of the learning process • a capacity to use strategies flexibly in accordance with task requirements • (Rod Ellis１９９０： 546)

26. 英语学习策略对成绩的影响 • 大量研究结果表明： (1)学习策略对成绩有明显的影响； (2)有意识地调控学习策略是取得成功的关键； (3)学习有法，学无定法，策略因人而异，因时而变。

27. 影响语言学习策略的因素 • 语言学习者使用学习策略的频率和种类有明显差异，而这些差异与学习者的学习效果有关系。这些差异的产生是由于学习者在形成和使用学习策略的过程中受到各种因素的影响。

28. 影响语言学习策略的因素 • 内部因素 • 年龄（age）、智力水平（intelligence）、个性（personality）、认知风格（cognitive style）、动机（motivation）、态度（attitude）等 • 外部因素 • 教师（teachers’ influence）、教材（teaching materials）、教法（teaching methods）、教学环境（teaching environment）等

29. 四、学习策略培训 语言学习策略的培训是为了指导学生如何选择并运用有效学习策略。 学习策略的训练通常包括如下环节： 1、策略诊断 2、策略选择 3、策略展示 4、策略训练 5、策略评价

30. Goals of strategy training (1) • 1.Self-diagnose their strengths and weaknesses in language learning 2. Become aware of what helps them to learn the target language most efficiently 3.Develop a broad range of problem-solving skills

31. Goals of Strategy training (2) 4. Experiment with familiar and unfamiliar learning strategies 5. Make decisions about how to approach a language task 6. Monitor and self-evaluate their performance 7. Transfer successful strategies to new learning contexts

32. A model of strategy training a four-step model • modeling • practice • application • evaluation Oxford et al. (1990), O’Malley(1994)

33. 学习策略指导步骤 • 了解学生使用策略的情况 • 问卷、访谈、观察 • 决定方式 • 集中训练、分散训练、个别指导 • 决定训练内容 • 准备训练材料 • 实施训练计划

34. 策略训练应该达到的目标 • 让学生了解更多可以选择的方法 • 使学生了解调控的过程 • 提高学生选择和实践某种方法的机会 • 经常要求学生对自己的学习进行评价

35. Training principles •Second language learning strategy training should be based clearly on students’ attitudes, beliefs, and stated needs. •Strategies should be chosen so that they mesh with and support each other, and that they should fit the requirements of the language task, the learners’ goals, and the learners’ style of learning. •Training should, if possible, be integrated second language activities over a long period of time rather than taught as a separate, short intervention. •Students should have plenty of opportunities for strategy training during language classes. •Strategy training should include explanations, handouts, activities, brainstorming, and materials for reference and home study.

36. Training principles •Affective issues such as anxiety, motivation, beliefs, and interests – all of which influence strategy choice – should be directly addressed by language learning strategy training. •Strategy training should be explicit, overt, and relevant, it should provide plenty of practice with varied language learning strategy tasks involving authentic materials. •Strategy training should not be solely tied to the class at hand; it should provide strategies that are transferable to future language tasks beyond a given class. •Strategy training should be somewhat individualized, as different students prefer or need certain strategies for particular tasks. •Strategy training should provide students with a mechanism to evaluate their own progress and to evaluate the success of the training and the value of the strategies in multiple tasks.

37. 学习策略训练方法 • 讲座式 • 研讨式 • 教材指导式 例如：高中新教材 • 教学活动式 • 个别指导式

38. 个体案例 • A comparative study of one successful and one less successful English learners in a senior high school • Step 1： • Find out the strategies that your students employ • by interview.

39. 个体案例 Learning new words Student A If the words are not important, I will not consult them in a dictionary, particularly in my outside reading. But when reading (prescribed) texts, I will read the whole text once and guess the meaning of the new words without the use of the dictionary. In the second reading, I will look them up in a

40. 个体案例 dictionary. Besides the explanation of the word, I also like to read the sample sentences or phrases. I don’t repeat the individual words, but I would like to repeat the phrases. If I consult the dictionary for meaning of the new words several times. I can memorize them. Some words in the texts, if I think, are rarely used, I don’t memorize them. At the most, I try to

41. 个体案例 memorize them when I am preparing for the examination. I don’t copy the new words on a notebook. My habit is to write the meaning of words directly on the textbook. The meaning is usually in English. But if the English explanation is very long and not clear, I write down the Chinese equivalent. I do not allocate the

42. 个体案例 time to memorize the words in isolation. I prefer to memorize the words together with reading the text. I feel that memorizing new words combined with reading the text is more efficient than memorizing the words in isolation.

43. 个体案例 Student B When I find new words in a text, I’d like to guess the meaning first and then consult the dictionary. Without consulting the dictionary, I feel not sure of the meaning of the new words I have guessed … I copy down the new words and their meanings sometimes together with their sample sentences. I write down both English explanations and Chinese equivalents.

44. 个体案例 Then I read them repeatedly in order to memorize them, but I quickly forget them. It seems to me revision is not effective to me at all. I usually don’t memorize the new words occurring in outside reading.

45. Step 2: Find out the differences between GLL and less successful learner What are the differences in learning new words by Student A and Student B?

46. Differences in learning new words • Student A: • Differentiated new words in terms of importance and treated them differently. • Remembered the new words together with reading the text. • Student B: • Did not differentiate new words in terms of importance. • Remembered the new words by simple repetition

47. Major difference One Student A paid equal attention to both the form and the meaning of the English language when she learned English. However, she could vary her attention paid to the form and to the meaning according to different situations. Student B only paid her attention to one aspect of the language: either to the form or to the meaning.

48. Major difference Two Student A enthusiastically practiced both receptive and productive skills while Student B, almost neglected productive skills, particularly speaking skills.

49. Major difference Three Student A was able to remember new words in an effective way while Student B was not.

50. Step 3:Reasons that induced their different learning behaviors It was found that their different learning behaviors are ，in one way or another, related to their beliefs and managerial strategies.